Adapting Pathways in an Online Context: Staying Consistent, Staying Connected

The English Subject Leader at The English College Dubai has reflected thoughtfully on this recent period of online learning and shares how Pathways to Write and Pathways to Read helped maintain continuity, connection and confidence for pupils across the school. As teaching settles back into classrooms, these reflections offer useful insights to carry forward into everyday practice.

We would like to thank The English College for sharing these insights and top tips with us.

At The English College, following a strong start to our implementation of Pathways to Write (P2W) and Pathways to Read (P2R) and supported by encouraging data from Terms 1 and 2, we have recently found ourselves navigating a new challenge here in Dubai – a return to online learning.

While this shift inevitably brings pressures for staff, pupils and parents, at our school and across ISP Schools in the region, we have approached it with a balance of realism and optimism. Experience has taught us – particularly reflecting on the impact of COVID-19 – that periods like this may require a form of Literacy Recovery Curriculum. And that’s okay. As a school, we are adaptive, reflective and proactive; we understand that meeting pupils where they are is always more important than rigidly sticking to where we thought we would be.

One of our key priorities has been maintaining consistency. Wherever possible, we have kept the structure of our lessons aligned with our in-school practice. In reading, lessons continue to follow the familiar P2R sequence: predict, clarify vocabulary, read to retrieve, read to infer, and respond through a meaningful task. To further support engagement and check understanding, my colleagues at The English College have also incorporated platforms such as Kahoot! and Blooket, which allow us to reinforce key reading skills like retrieval and inference in an interactive and motivating way. This consistency has been vital in providing stability for pupils during a time of change.

Similarly, our writing approach through P2W remains intact. Staff continue to plan carefully for all learners across the full range of attainment. Lessons still include engaging hooks – adapted for an online environment – such as music, visuals and discussion prompts. We make frequent use of strategies like “Disappearing slides”, “Vocabulary Meander”, “Show me how you know…” “And another…”, “Share an idea about…” or “Write a sentence about…”, in the chat function which has become a powerful tool for real-time feedback and pupil voice. It’s not uncommon to see pupils independently sharing sentences and asking, “Miss, what do you think about this?” – showing a small but significant indicator of continued engagement.

A key development during this period has been an even sharper focus on writing with the reader in mind. Teachers have been exploring creative approaches such as soundscapes — adding carefully selected music to accompany writing — to help pupils consider tone, atmosphere and the emotional impact of their words and asking children to present their writing in more media-based ways.  This has supported pupils in crafting writing that is not only technically accurate, but also purposeful and engaging for their audience (and each other as we share peer WAGOLLs on Google Classroom).

Collaboration has also remained a priority at The English College. Using shared documents and colour-coded tasks, pupils work in small groups to unpick text features, mirroring the partner and group work we would typically see in the classroom. These moments of interaction help to preserve a sense of community and shared learning.

Our SEND and ELL teams at The English College have also been instrumental throughout this period. Their provision of 1:1 and small group online sessions, alongside joining live classroom teaching, has ensured that targeted support continues without interruption. Importantly, many of the vocabulary and punctuation adaptations already embedded in classroom practice have transferred seamlessly into the online space, allowing all pupils to continue to access the curriculum.

Our LSAs at The English College have also played a vital role in ensuring continuity of support. Using their own dedicated online platforms, they have continued to work closely with pupils as we move through our reading and writing units. Through a combination of live support, targeted follow-up sessions and adapted resources, they are able to pre-teach vocabulary, reinforce key learning and scaffold tasks in a way that mirrors in-class provision. This has allowed pupils to remain confident and engaged, while ensuring that support is responsive and personalised. The seamless collaboration between teachers and LSAs in this online space has been instrumental in maintaining both progress and pupil wellbeing.

At The English College, we have also embraced technology to support flexibility. Lessons recorded using platforms such as Canva and Loom have enabled pupils who are travelling or in different time zones to remain connected to their learning. Staff have adapted their feedback approaches accordingly, ensuring that all pupils receive timely and meaningful responses, regardless of when work is submitted.

Alongside reading and writing, all staff have maintained consistency in spelling and phonics. Years 3–6 classes continue to engage in a weekly spelling competition using EdShed, where their weekly spellings are uploaded and practised. Classes also continue to complete their weekly spelling tests online, ensuring that this key aspect of literacy remains a regular and structured part of pupils’ learning. In addition, the wonderful team from FS to Year 2 have ensured pupils continue to receive daily live phonics lessons in their usual coloured groups, mirroring in-school provision and helping to maintain strong early reading foundations.

Beyond the classroom, our school librarian has continued to play a vital role, leading whole-class reading sessions online. These shared experiences of story and text provide enjoyment, connection and a reminder of the joy at the heart of reading.

This period has undoubtedly challenged us, but it has also reinforced the strength of our approach. By holding onto the core principles of P2W and P2R while adapting delivery, we have been able to provide continuity, support and engagement for our pupils.

As we look ahead, we do so knowing that we may need to rebuild certain aspects of learning — but with confidence in our ability to respond thoughtfully. After all, adaptability is at the heart of effective teaching, wherever it takes place.

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